EDUC

4206 Professional Experience 4: Teacher as Inquirer

Professional Inquiry Project Proposal

Pre-service Teacher: Raelee Minuzzo ID: 110136197

Context (approx. 100 words)

Description of placement context. Include here only those details which are necessary to provide the reader with an overview of your setting ie. size of
school/class; socio-economic factors in the community, nature of class(es), etc. Do not mention the name of your site.

For my final Professional Experience Practicum, I have been placed in a composite 6/7 classroom, in a category 6 DECD Primary
School, located in the north-eastern suburbs of Adelaide, in the City of Tea Tree Gully, South Australia. The category of the
school is rated by the Department of Education out of 7, being the highest, and relates to socio-economic advantage in the
area, needs of students and academic abilities, thus being a category 6 Government School demonstrates quite a high level of
socio-economic advantage.

The school has approximately 277 full-time students, 140 female and 137 male (2017) (DECD, 2017).
My year 6/7 class has 27 students, 15 year 6’s and 12 Year 7’s. The classroom climate is positive, with a whole class ethos that
reflects a high level of honesty, positive attitudes and fun.

The school values are caring, honesty, excellence, respect & responsibility, some of which I can see are reflected in the
classroom. The Program Achieve Keys to Success are confidence, persistence, getting along, organisation & resilience. The
schools motto is ‘A Community Learning Together’ suggests, it is a 'community school’, which is evident in the engagement with
the parents and wider community through interactions observed with parents.

The school has a culturally and linguistically diverse population. Demographically, there are currently; 5% Aboriginal students,
7.9% EALD and 7.2% Students with Disabilities.

Plan (approx. 1000 words)
Overall focus of your inquiry and related AITSL Standard.
Rationale: Why have you chosen the particular focus? This will be based on your “Pre-service self review” against the national standards & knowledge of your
context. Explain how you went about deciding your focus.
How does the literature support your focus? Include at least four references– include a balance of journal and book references if possible.

Focus Question: How can I apply the pedagogical strategy of student choice/interest to enhance student’s engagement,
participation and learning in the STEM learning area?

The focus for my professional Inquiry project is based on focus area 4.1 in the Professional Practice domain in the ‘Australian
Professional Standards for Teachers,’ which at a Graduate level requires teachers to; “Identify strategies to support inclusive
student participation and engagement in classroom activities” (AITSL, 2018).

This is area of focus has been selected to hone in on, as it is an area identified by the pre-service teacher which requires specific
and explicit teaching pedagogies in this particular classroom context, and would not be situational as there are varying degrees
of abilities, needs, interests in all classes and contexts encountered in the teaching profession.

The other AITSL Standards that will be inexplicitly developed as a result undertaking this Professional Inquiry Project include:
1.2 – Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching
2.3 – Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning
sequences and lesson plans.
3.6 – Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate
teaching programs to improve student learning.
5.1 – Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,
formative and summative approaches to assess student learning.
5.4 – Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
6.3 – Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to
improve teaching practices.
(AITSL, 2018)


Rationale
As one of the few pre-service teachers undertaking an Internship for my final Professional Experience Practicum, I have had the
unique opportunity to spend 1 day per week in my year 6/7 class from January to present. Through working with students
closely, conversing with my mentor and SSO’s as well as overall observation during time spent in the classroom throughout the
year, it was made very clear early on that as a whole, there are a large number of students who are disengaged. Consequently,
students are struggling academically, presenting a huge lack in effort towards their schooling and schoolwork. Garrick and
Keogh (2010, p.68) explain that it is during the middle years of schooling, many students are at risk of disengagement, which is
due to a number of developmental factors throughout the adolescence phase.

Throughout my final Professional Experience Course at University I was given the opportunity to identify areas within the AITSL
Professional Standards for Teachers that could be improved prior to entering the teaching profession. In relation to the context
of my internship, I very quickly learned and identified that my methods for engaging the students would need to be
emphasised ten-fold in order to get my students to not only learn and do work, but really want to learn and engage in their
school work. By developing my teaching pedagogy specifically to increase engagement and thus, participation and student
learning, throughout my 23-day block, I believe such a significant emphasis beckons to improve my ability to engage any group
of students encountered in the future.

As planning is such an integral aspect of teaching, it will be absolutely critical to undertake extensive and thorough planning
throughout this final practicum to prepare me for the teaching profession. I have chosen this focus area because I really want
to push myself to be able to achieve what seems to be impossible, and engage ALL my students in the learning process, and see
students achieve physically, cognitively, socially and emotionally to support them in their niche passions which may pave the
path to their future career choices. Furthermore, I want to extend the higher achieving year 7’s to unleash their full potential,
engaging higher order thinking, prior to embarking on their learning journey through high school towards adulthood.

Engagement in the classroom is pivotal to the success of students, and can be promoted by first building relationships and
getting to know students and their interests, hobbies, as well as areas of weakness and diverse needs (Lyons, Ford, & Slee,
2014). I don’t believe that students should be doubted in their abilities to achieve, or punished for being disengaged, but
instead should be given the opportunities to have fun at school and learn through incidental and hands on experiences which
sees them learning by doing (Woolfolk and Margetts, 2013). Nagel (2010, p. 98) explains that the more intense and interesting
a learning experience, the more students will engage with it, and consolidate their learning as a consequence. Tasks and
activities that students consider relevant to them will engage their emotions in a positive sense, which, in turn, will enrich their
learning (Nagel 2010, p. 98).

There is a body of academic research, which relates directly to engagement in the classroom and how to promote engagement
and productive behaviours, which highlights a need for reform in this area in regards to teachers and their pedagogy in order to
see positive student outcomes as a result. Sullivan, Johnson, Owens & Conway (2014) state that of all the unproductive
behaviours, disengaged behaviours are extremely prevalent and are some of the most difficult to manage, therefore teachers
need to adjust their instructional processes and teaching pedagogy to engage students. Teachers have the ability to promote
engagement by adapting or varying their teaching methodology utilising a multimodal approach in delivery of content
(Williams, 2013). Research explained that students value fun in school and the classroom and Cothran, et al. (2003) explored
this notion by explaining that effective teachers planned for student fun within the subject to increase engagement.

One of the key aspects of student engagement and managing student behaviour during learning activities is ensuring
curriculum and pedagogy and are relevant and student-centred, which can be accomplished by negotiating learning with
students, ranging from the students selection of an assignment topic through to their input into the whole school curriculum
(Hunter & Forrest, 2010, p. 205; De Jong 2010, p. 280; Pendergast, Renshaw & Harris 2010, p. 291). The idea of negotiating the
curriculum with students is the notion of student ‘voice’ (Hunter & Forrest 2010, p. 210). It means deliberately planning to
invite students to contribute to, and to modify, the educational program, so that they will have a real investment both in the
learning journey and in the outcomes (Boomer 1992, p.14).

Students are in the position to make choices about their future and have a say about what they want to learn, or what they
want to achieve from their learning (Hunter & Forrest 2010, p. 210). There is an emphasis on the student’s participation,
collaboration between teachers and students, student engagement and student power (Hunter & Forrest 2010, p. 210). This is
why it is so important to build relationships with students and show an interest in them as individuals, which will make the
negotiation process easier for teachers. Research also suggests that their learning is more rewarding if students have a voice in,
and ownership of various aspects of schooling (Hunter and Forrest 2010, p. 205). Boomer (1992, p.14) suggests that without
engaging student interest, the quality of learning will suffer.

I will conclude my rationale with a quote that I feel really encapsulates the purpose of my Personal Inquiry Project;
‘As educators, we must recognise that we are now preparing students for a future which we know little about. Now, more than
ever, the skills and opportunities offered through a negotiated curriculum are essential in preparing our students for a future of
life long learning. It is our responsibility to teach the skills for learning attained through a student-centred curriculum, which will
 be a worthwhile commodity for students to take into their futures.’
(Hunter and Forrest 2010, p. 217)

I hope that by undertaking this inquiry project I am able to ‘demonstrate and lead by example the development of productive
and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage
and support all students,’ which is a lead quality in my focus area (AITSL, 2018).

Action (approx. 100 words)

An exact description of what you are going to change in your practice/behaviour throughout your placement.
An exact description of when you are going to collect data each week during your normal teaching (identify times & a subject area)

Throughout my professional experience practicum, my aim is to increase engagement, participation and thus, learning, from
students, by incorporating elements of student choice and their interests.

I will implement 3 specific teaching pedagogies that promote student-centred learning in order to re-engage students in the
learning process;
• Negotiating the Curriculum (as a whole class/Individually)
• Collaborative learning processes
• Critical Reflection

I will negotiate the curriculum with students, which will be undertaken at the beginning of the STEM unit. Negotiation will be
explicit by negotiating topics within the learning area to build the knowledge and skills in order to complete their summative
task, and giving students an opportunity to take responsibility and control of their learning. Additionally, negotiation will be
done implicitly, by incorporating elements of choice that are embedded within summative tasks in modes of presenting their
work to demonstrate their learning.

I will allow students to spend most of the time during STEM lessons working collaboratively, with opportunities to share ideas,
work with peers, and learn from each other.

I will provide students with ample opportunities to critically reflect on their learning on a deeper level to consolidate their
understandings of the STEM concepts as well as reflect on what they still do not understand but wish to learn more about.

Observation (approx. 400 words)
How will you collect data? Choose techniques most suited to your strategy and situation. Explain your monitoring techniques. Why have you chosen the
particular techniques? Include at least one reference to action research literature.
How will you record your data? Your monitoring process should aim to include at least three observation techniques to ensure triangulation. (ie. Questionnaire,
Supervising Teacher feedback, frequency chart etc). Include data collection proformas as an appendix.

With the help of my mentor teacher, I will select 3 students to be the focus of my Professional Inquiry and will be the basis of
collecting data to ensure consistency and measurability of progress and outcomes. Grundy (1995, p. 15) explains that sufficient
evidence is required to have a rational basis for making judgements about the worthwhileness of what happened, and to
provide a clear indication of methods for further planning. I will monitor students using three observation and statistical
techniques to ensure triangulation, which promotes accuracy and ensures all bases are covered in the data collection process
(Chevalier & Jacques, 2012).

At the very beginning of the Practicum, I will hand out a survey for students to give me honest and detailed information about
how they feel about their engagement and enjoyment in the math's and science learning areas (Appendix 1). They will also
have an opportunity to explicitly tell me their interests in regards to these learning areas. In addition, they will be asked about
their feelings towards having a choice in what they learn and how they feel this will impact their engagement and enjoyment in
learning activities. There will also be a survey at the end of the unit with similar questions, but reflecting on their learning and
how having choice has affected their engagement. This will be an effective comparison tool for myself and my mentor to see
how successful my implementation of this strategy was throughout the duration of the unit.

Anecdotal records through observations and note taking will be a significant tool during this inquiry, due to the intensity of the
practicum and workload. Both my mentor and myself will be observing specific students for: engagement, interest,
productivity, participation and effort. In order to observe these five things, I have created a table, which describes what
constitutes each behaviour, and what it looks like from a teacher perspective (Appendix 2). Notes will be taken at the soonest
possible break following the lesson in the STEM curriculum area, highlighting what was observed during the lesson. Records will
be kept to track progress and students will be kept anonymous but identified through the use of a letter eg. Student A, B, C.
Formal and informal conversations throughout the active learning time will take place with students to consolidate their
learning as well as give myself and my mentor another means of data to record and add to the observation sheet in the notes
section.

My mentor will also be observing me during my action research project in implementing my strategies, and will give feedback
on what he thinks is successful, and what needs improving. This will be undertaken once per week and a formal conversation
will take place to discuss any changes to be made in the following week (Appendix 3).

Once or twice a week, students will take part in a critical reflection in an on going journal which allows them to discuss their
findings, what they are enjoying, and let the teacher/s explicitly know what we can help with next lesson (Appendix 4).
There will be an exit card attached to this reflection, which students will need to write a brief summary or note down on before
they can exit the class.

Reflection (approx. 400 words)

What will you be looking for when you analyse your data?
How will you interpret your data (ie make sense of the patterns)?
Who else might be involved? How? Name your critical friend as at least one of the people who will be involved
Explain how you will use your analysis to inform your practice in the following action stage (ie. next data collection time).
Include at least one relevant reference about the importance of reflection.

In teaching, reflective practice can benefit the individual by providing a means of self-assessment regarding the changes
necessary to improve one’s own teaching (Robinson & Kochan, 2000). It involves critically evaluating oneself and your practice
in order to make changes to benefit your teaching and your students learning (Robinson & Kochan, 2000).

In regards to the student survey, I want to look for specific information that will help me gain a better understanding into what
the students are interested in, and how they feel about their engagement, and choice in the curriculum. This will inform my
teaching and will allow me to implement strategies that should be a success based on specific student data and honest
information they have provided.

I will interpret my data in terms of the observation sheet, analysing them in a comparative way, which should hopefully show
the progression, from weeks 1-5, of their engagement and participation in the activities as I make changes and tailor learning
activities to them.

My mentor teacher will be a great resource and means for interpreting data, as he knows the students very well, having taught
them over half the year already. He will be able to help fill any odd gaps in data and analyse why, for example, maybe the
strategies aren’t proving as successful as we thought they might be. My critical colleagues, Tayla, Jordyn and Demi can also be
great resources to help assist in analysing my data, as their point of view will be non-biased and they can give an opinion based
purely on the data.

I will use my analysis during my practicum as a means for the changes to be made in the specific unit of work, and to help
identify the next actions to be made. Hopefully the data collection methods will be suitable for critical analysis of my practice,
and if not, reflection will be undertaken to devise more appropriate strategies in collection methods. The analysis will hopefully
give me a clear idea of what is engaging students the most, and what is still hindering their cognitive capacities, causing them
to engage and disengage from the learning environment.

Reflection will be absolutely crucial for me to inform and better my professional practice.

References
Include all references (min. of 6) using the Harvard referencing system.

AITSL, 2018, “Australian Professional Standards for Teachers,” Australian Institute for Teaching and School Leadership, Viewed
15 July 2018, URL <https://www.aitsl.edu.au/teach/standards>

Boomer, G. 1992. ‘Negotiating Curriculum’. Chapter 1. Negotiating the Curriculum, Falmer Press, pp. 4-14.

Cothran, D, Hodges Kulinna, P, & Garrahy, D, 2003, ‘This is kind of giving the secret away…: students’ perspectives on effective
class management.’ Teaching and Teacher Education, vol. 19, no. 4, pp. 435-444

DECD, 2017, “XXXXXXXXXX Primary School 2017 Annual Report to the Community,” Department of Education and Child
Development, The Government of South Australia.

De Jong, T, 2010, ‘Managing Behaviour’ in DL Pendergast & NM Bahr (eds), Teaching Middle Years: Rethinking curriculum,
pedagogy and assessment, Allen & Unwin, Crows Nest, pp. 269-285

Garrick, B & Keogh, J, 2010 ‘Differentiated Learners’ in DL Pendergast & NM Bahr (eds), Teaching Middle Years: Rethinking
curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, pp. 68-85

Grundy, S 1995, ‘Action research as professional development’, Innovative Links Project, W.A.

Hunter, L & Forrest, N, 2010, ‘Negotiated Curriculum’ in DL Pendergast & NM Bahr (eds), Teaching Middle Years: Rethinking
curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, pp. 205-220

Lyons, G, Ford, M, & Slee, J, 2014, ‘Chapter 3 Relationships and communication’, Classroom management: Creating positive
learning environments vol. 4, South Melbourne, Vic, Cengage Learning.

Nagel, M. C, 2010, ‘The middle years learner’s brain’ in DL Pendergast & NM Bahr (eds), Teaching Middle Years: Rethinking
curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, pp. 86-100

Pendergast, D, Renshaw, P & Harris, J, 2010, ‘Community’ in DL Pendergast & NM Bahr (eds), Teaching Middle Years: Rethinking
curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, pp. 286-300

Robinson, E & Kochan, F, 2000, ‘Reflections on teaching’, Theory and Practice: Discovery Through Reflection, Journal of
Pharmacy Teaching, Vol. 8, No. 2, by The Haworth Press, Inc.

Sullivan, A, Johnson, B, Owens, L & Conway, R 2014, ‘Punish Them or Engage Them? Teachers’ Views of Unproductive Student
Behaviours in the Classroom’, Australian Journal of Teacher Education, vol. 39 no. 6, pp. 43-56

Williams, D, 2013, Background Basics. Adelaide, SA: University of South Australia. pp. 1-24

Woolfolk, A & Margetts, K, 2013, “Educational Psychology,” 3rd edition, Pearson Australia, New South Wales, Australia.









































Appendix 1

Student Survey
1. Do you enjoy Math's and Science?


2. What is your favourite topic in Math's? Explain


3. What is your favourite topic in Science? Explain


4. Do you feel that you are truly engaged and committed to your learning in these areas or
are you just going through the motions of school and doing what the teacher tells you to
do? Explain your response.


5. What do you think your teacher/s could do to increase your enjoyment and engagement
in these topics and help you learn?


6. If your teachers were to negotiate learning with you, and give you more choice, and a
voice in what you are to be taught, do you think you would engage and enjoy it more?



7. Do you prefer school that is structured with less student choice or less structured and
open to more choices?


8. Do you enjoy working collaboratively with your peers? (circle)

Always Sometimes Never


9. Do you enjoy working individually without your peers? (circle)

Always Sometimes Never

10. Similarly, do you feel like you learn more when you work Collaboratively/individually or
does it depend on the topic? (circle)

Collaboratively Individually Depends on the topic




































Appendix 2

Thought provoker: Student A Student B Student C
Engagement
Looks like: Was engaged in…
• 5 L’s
• Eager Displayed a positive
• Positive attitude attitude when…
• Paying attention

Was eager to…



Interest
Looks like: Seemed to be
• Enthusiastic interested in…
• Excited
• Curiosity Was enthusiastic
whilst learning
about…

Participation
Looks Like Participated
• Involvement fully/partially/not at
• Contributing all (circle) in…

Was in involved
mainly in…

Productivity
Looks like: Was productive
• Hands on working when…
• Leadership
• Working at highest Showed productivity
capacity through…

Effort
Looks like: Seemed to put
• Persistence when effort in when…
presented with
challenge
• Asking questions Put effort into…
for clarification
• Determination
• Trying and
attempting




Notes/Comments




Appendix 3

Mentor Notes
What was done well? What could be Notes:
improved/changed?
Building relationships and
uncovering interests



Allowing students to
undertake collaborative
learning processes in
math's and science


Negotiating learning with
individual students to
promote engagement and
positive learning outcomes


Negotiating learning with
the whole class




Promoting critical
reflection on learning with
students












Appendix 4

Critical Reflection
What was the most significant finding in todays learning activity?



Could you confidently re-tell, explain, or demonstrate to someone else what you have learned today or would you
need to learn more about it?



What more would you like to know about this as a result of what you discovered today?


What was the most enjoyable aspect of the lesson? Would you like to do more of this in future?


How can your teachers be of more help next lesson?


Is there anything specific you need help with? Note here as a reminder.

Exit card
a) A significant finding from the lesson
b) Something you enjoyed